District Performance Standards
I.
PLANNING AND PREPARATION DOMAIN
A. Content and Pedagogical Knowledge
1. Uses current knowledge to support licensed staff with teaching the important concepts in the discipline.
Unsatisfactory
Specialist lacks knowledge of
the important concepts in the
discipline to support licensed
staff.
Improvement Necessary
Specialist has limited
knowledge of current
concepts in the discipline to
support licensed staff.
Instructional Coach Evaluation Rubric
Proficient
Specialist has knowledge of
the important concepts in the
discipline to support licensed
staff.
Exemplary
Specialist has extensive
knowledge of the important
concepts in the discipline to
support licensed staff.
Reynolds School District
1
District Performance Standards
I.
PLANNING AND PREPARATION DOMAIN
A. Content and Pedagogical Knowledge
2. Develops multiple strategies to support teachers’ understanding to professional development.
Unsatisfactory
Specialist does not include
strategies to support
teachers’ understanding
during professional
development.
Improvement Necessary
Specialist includes limited
strategies to support
teachers’ understanding
during professional
development.
Instructional Coach Evaluation Rubric
Proficient
Specialist includes multiple
strategies to support
teachers’ understanding
during professional
development.
Exemplary
Specialist anticipates and
plans for misconceptions by
including a wide range of
effective strategies to support
teachers’ understanding
during professional
development.
Reynolds School District
2
District Performance Standards
I.
PLANNING AND PREPARATION DOMAIN
A. Content and Pedagogical Knowledge
3. Integrates instructional strategies to support multiple cultural perspectives in professional development and
modeled lessons.
Unsatisfactory
Specialist does not integrate
instructional strategies to
support multiple cultural
perspectives in professional
development and modeled
lessons.
Improvement Necessary
Specialist seldom integrates
instructional strategies to
support multiple cultural
perspectives in professional
development and modeled
lessons.
Instructional Coach Evaluation Rubric
Proficient
Specialist consistently
integrates instructional
strategies to support multiple
cultural perspectives in
professional development
and modeled lessons.
Exemplary
Specialist consistently
integrates instructional
strategies to support multiple
cultural perspectives in
professional development
and modeled lessons and
shares expertise with other
Specialist(s).
Reynolds School District
3
District Performance Standards
I.
PLANNING AND PREPARATION DOMAIN
A. Content and Pedagogical Knowledge
4. Plans and organizes professional development time and resources to maximize learning opportunities.
Unsatisfactory
Specialist does not plan and
organize professional
development time and
resources to maximize
learning opportunities.
Improvement Necessary
Specialist makes limited
attempts to plan and organize
professional development
time and resources to
maximize learning
opportunities.
Instructional Coach Evaluation Rubric
Proficient
Specialist plans and organizes
professional development
time and resources to
maximize learning
opportunities.
Exemplary
Specialist consistently plans
and organizes professional
development time and
resources and connects with
all teachers to maximize
learning opportunities.
Reynolds School District
4
District Performance Standards
I.
PLANNING AND PREPARATION DOMAIN
A. Content and Pedagogical Knowledge
5. Understands and uses knowledge of child development.
Unsatisfactory
Specialist displays minimal
knowledge of developmental
characteristics of the age
group being served by the
teachers being supported.
Improvement Necessary
Specialist displays some
knowledge of developmental
characteristics of the age
group being served by the
teachers being supported.
Instructional Coach Evaluation Rubric
Proficient
Exemplary
Specialist displays thorough
understanding of typical
developmental
characteristics of the age
group being served by the
teachers being supported.
Specialist consistently
includes developmentally
appropriate techniques to
meet the various needs of
students.
Specialist displays an
exceptional knowledge of
developmental
characteristics of the age
group being served by the
teachers being supported.
Specialist consistently
includes developmentally
appropriate techniques to
meet the various needs of
students. Specialist is willing
to share this expertise.
Reynolds School District
5
District Performance Standards
I.
PLANNING AND PREPARATION DOMAIN
A. Content and Pedagogical Knowledge
6. Uses district approved standards when supporting teachers in lesson planning.
Unsatisfactory
Support provided by
Specialist during planning
reflects no knowledge and
understanding of the districtapproved standards.
Improvement Necessary
Support provided by
Specialist during planning
reflects limited knowledge
and understanding of the
district-approved standards.
Instructional Coach Evaluation Rubric
Proficient
Support provided by
Specialist consistently
reflects knowledge and
understanding of the districtapproved standards.
Exemplary
Support provided by
Specialist reflects complete
command and understanding
of all district-approved
standards. Specialist is able
to provide multiple resources
for planning support that
aligns with individual teacher
needs.
Reynolds School District
6
District Performance Standards
I.
PLANNING AND PREPARATION DOMAIN
A. Content and Pedagogical Knowledge
7. Integrates relevant, research based strategies aligned with desired outcomes to engage individual teachers during
professional development and coaching cycles.
Unsatisfactory
Specialist does not integrate
relevant, research-based
strategies aligned to the
desired outcomes to engage
individual teachers during
professional development
and coaching cycles.
Improvement Necessary
Specialist integrates limited
relevant, research-based
strategies aligned to the
desired outcomes to engage
individual teachers during
professional development
and coaching cycles.
Instructional Coach Evaluation Rubric
Proficient
Specialist integrates
appropriate research-based
strategies aligned to the
desired outcomes to engage
individual teachers during
professional development
and coaching cycles.
Exemplary
Specialist integrates a variety
of research-based strategies,
aligned to the desired
outcome to engage individual
teachers during professional
development and coaching
cycles.
Reynolds School District
7
District Performance Standards
I.
PLANNING AND PREPARATION DOMAIN
B. Effective use of resources
1. Uses available support services to help teachers meet expected outcomes.
Unsatisfactory
SPECIALIST does not attempt
to access appropriate support
services to assist teachers in
meeting expected outcomes.
Improvement Necessary
SPECIALIST is inconsistent in
attempting to access
appropriate support services
to assist teachers in meeting
expected outcomes.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST attempts to use
all appropriate support
services available through the
school and/or district to
assist teachers in meeting
expected outcomes.
Exemplary
SPECIALIST, in addition to
using internal resources, also
uses alternative resources to
assist teachers who need
them.
Reynolds School District
8
District Performance Standards
I.
PLANNING AND PREPARATION DOMAIN
B. Effective use of resources
2. Researches and incorporates instructional materials and resources that are suitable to instructional purposes and
supportive of engagement during professional development, coaching and modeling for staff.
Unsatisfactory
SPECIALIST does not
research or incorporate
instructional materials and
resources that are suitable for
instructional purposes and
supportive of engagement
during professional
development, coaching and
modeling for staff.
Improvement Necessary
SPECIALIST makes limited
effort to research or
incorporate instructional
materials and resources that
are suitable for instructional
purposes and supportive of
engagement during
professional development,
coaching and modeling for
staff.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST researches and
incorporates instructional
materials and resources
which are suitable for
instructional purposes and
supportive of engagement
during professional
development, coaching and
modeling for staff.
Exemplary
SPECIALIST researches and
incorporates instructional
materials and resources that
are suitable to instructional
purposes and supportive of
engagement during
professional development,
coaching and modeling for
staff. SPECIALIST acts as
resource to other
SPECIALISTS.
Reynolds School District
9
District Performance Standards
I.
PLANNING AND PREPARATION DOMAIN
B. Effective use of resources
3. Organizes materials, technology, and physical space for workshops or training.
Unsatisfactory
Specialist does not organize
materials, technology and
physical space for workshops
or trainings.
Improvement Necessary
Specialist displays minimal
effort to organize materials,
technology, and physical
space for workshops or
trainings.
Instructional Coach Evaluation Rubric
Proficient
Specialist is well organized
with materials, technology,
and physical space for
workshops or trainings.
Exemplary
Specialist is well organized
with materials, technology,
and physical space available
for workshops or trainings.
Specialist makes teachers
aware of available resources
to facilitate ease of access in
the absence of the Specialist.
Reynolds School District
10
District Performance Standards
II.
Instruction
A. Delivery
1. Adapts professional development and instruction to meet learners’ needs and exhibits flexibility.
Unsatisfactory
SPECIALIST does not adapt
professional development
and instruction to meet
learners’ needs and does not
exhibit flexibility.
Improvement Necessary
SPECIALIST includes some
strategies to adapt
professional development
and instruction to meet
learners’ needs and exhibits
some flexibility.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST includes
strategies to adapt
professional development
and instruction to meet
learners’ needs and exhibits
flexibility.
Exemplary
SPECIALIST anticipates and
plans for strategies to adapt
professional development
and instruction to meet the
learners’ needs and exhibits
flexibility.
Reynolds School District
11
District Performance Standards
II.
Instruction
A. Delivery
2. Collaborates with teachers in the design of instructional units and lessons.
Unsatisfactory
SPECIALIST does not
collaborate with teachers in
the design of instructional
units and lessons.
Improvement Necessary
SPECIALIST seldom
collaborates with teachers in
the design of instructional
units and lessons.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST collaborates with
teachers in the design of
instructional units and
lessons in a consistent and
organized manner.
Exemplary
SPECIALIST consistently
collaborates with multiple
teachers in the design of
instructional units and
lessons and seeks out new
opportunities to offer
support.
Reynolds School District
12
District Performance Standards
II.
Instruction
A. Delivery
3. Promotes staff engagement in professional development, coaching and modeling.
Unsatisfactory
SPECIALIST does not
promote staff engagement in
professional development,
coaching and modeling.
Improvement Necessary
SPECIALIST seldom promotes
staff engagement in
professional development,
coaching and modeling.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST consistently
promotes staff engagement in
professional development,
coaching and modeling.
Exemplary
SPECIALIST consistently
promotes staff engagement in
professional development,
coaching and modeling.
SPECIALIST tailors the
delivery to the instructional
needs of the building.
Reynolds School District
13
District Performance Standards
II.
Instruction
A. Delivery
4. Differentiates instruction to meet the needs of all learners during professional development, coaching, and
modeling for staff.
Unsatisfactory
SPECIALIST does not
differentiate instruction to
meet the needs of all learners
during professional
development, coaching and
modeling for staff.
Improvement Necessary
SPECIALIST is limited in the
ability to differentiate
instruction to meet the needs
of all learners during
professional development,
coaching and modeling for
staff.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST differentiates
instruction to meet the needs
of all learners during
professional development,
coaching, and modeling for
staff.
Exemplary
SPECIALIST skillfully
differentiates instruction to
meet the needs of all learners
during professional
development, coaching, and
modeling for staff.
SPECIALIST supports
colleagues when planning for
differentiated instruction.
Reynolds School District
14
District Performance Standards
II.
Instruction
A. Delivery
5. Uses current and available technology effectively during professional development, coaching, and modeling for staff.
Unsatisfactory
SPECIALIST does not use
current and available
technology effectively during
professional development,
coaching and modeling for
staff.
Improvement Necessary
SPECIALIST seldom uses
current and available
technology or uses it
ineffectively during
professional development,
coaching and modeling for
staff.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST consistently and
effectively incorporates the
use of available technology
during professional
development, coaching and
modeling for staff.
Exemplary
SPECIALIST consistently and
effectively incorporates the
use of available technology
during professional
development, coaching and
modeling for staff.
SPECIALIST supports staff
with the use of current
technology for instructional
purposes.
Reynolds School District
15
District Performance Standards
II.
Instruction
A. Delivery
6. Uses clear and expressive spoken and written language.
Unsatisfactory
Specialist’s spoken and
written communication is
unclear or confusing.
Improvement Necessary
Specialist’s spoken and
written communication is
sometimes unclear or
confusing to audiences.
Instructional Coach Evaluation Rubric
Proficient
Specialist’s spoken and
written communication is
clear and easily understood
by audiences.
Exemplary
Specialist’s spoken and
written communication is
consistently clear and easily
understood by all audiences.
Specialist differentiates
communication using
multiple modes when
necessary.
Reynolds School District
16
District Performance Standards
II.
Instruction
A. Delivery
7. Establishes clear procedures for teachers to gain access to instructional support.
Unsatisfactory
SPECIALIST does not
establish any clear
procedures for teachers to
gain access to instructional
support.
Improvement Necessary
SPECIALIST provides oneway communication to
teachers, and procedures to
gain access to instructional
support are not clear to all
teachers.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST consistently uses
multiple methods of
communication to establish
clear procedures for teachers
to gain access to instructional
support.
Exemplary
SPECIALIST consistently uses
multiple methods of
communication to establish
clear procedures for teachers
to gain access to instructional
support and evidence of
procedures is clearly visible
in the building.
Reynolds School District
17
District Performance Standards
II.
Instruction
A. Delivery
8. Makes effective use of time in meetings, coaching sessions, and professional development.*
Unsatisfactory
Specialist does not make
effective use of time in
meetings, coaching sessions
and professional
development.
Improvement Necessary
Specialist seldom makes
effective use of time in
meetings, coaching sessions
and professional
development.
Exemplary
Specialist always makes
effective use of time in
meetings, coaching sessions
and professional
development. Specialist
requests feedback and
allocates time for follow up
with individual teachers as
needed after meetings,
coaching sessions and
professional development.
*Administrators ensure that discussions regarding collaboration are with the Specialist and not with his or her colleagues.
Instructional Coach Evaluation Rubric
Proficient
Specialist consistently makes
effective use of time in
meetings, coaching sessions
and professional
development.
Reynolds School District
18
District Performance Standards
II.
Instruction
B. Assessment
1. Provides timely, affirming and constructive peer support.
Unsatisfactory
SPECIALIST does not provide
timely, affirming and
constructive peer support.
Improvement Necessary
SPECIALIST seldom provides
timely, affirming and
constructive peer support.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST provides timely,
affirming and constructive
peer support.
Exemplary
SPECIALIST provides timely,
affirming and constructive
peer support based on
current research to support
individual teacher’s needs.
Reynolds School District
19
District Performance Standards
III.
Relationships Domain
A. Staff
1. Forms and maintains relationships with individual colleagues and with teams that are respectful, supportive,
cooperative and confidential.
Unsatisfactory
Specialist’s relationships with
colleagues are negative or are
not collaborative.
Improvement Necessary
Specialist maintains
professional relationships
with colleagues to fulfill
duties that the school or
district requires.
Instructional Coach Evaluation Rubric
Proficient
Specialist maintains
professional relationships
with colleagues characterized
by support and cooperation.
Exemplary
Specialist maintains
collaborative relationships
with colleagues that are
characterized by support and
cooperation.
Reynolds School District
20
District Performance Standards
III.
Relationships Domain
A. Staff
2. Participates with other staff members in school and district projects.
Unsatisfactory
SPECIALIST avoids
participation in a culture of
inquiry, resisting
opportunities to become
involved.
Improvement Necessary
SPECIALIST seldom becomes
involved in the school’s
culture of inquiry and
learning.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST often
participates in a culture of
professional inquiry and
learning.
Exemplary
SPECIALIST always promotes
a culture of professional
inquiry and learning.
SPECIALIST takes initiative to
assume leadership roles.
Reynolds School District
21
District Performance Standards
III.
Relationships Domain
A. Staff
3. Accepts and integrates feedback from colleagues and supervisors.
Unsatisfactory
SPECIALIST is unresponsive
to criticism and resistant to
changing practices.
Improvement Necessary
SPECIALIST is somewhat
unresponsive to input, but
listens to feedback and
suggestions.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST listens
thoughtfully to other
viewpoints and responds
constructively to suggestions
and criticism.
Exemplary
SPECIALIST actively seeks
out feedback and suggestions
and uses them to improve
practice.
Reynolds School District
22
District Performance Standards
III.
Relationships Domain
B. Students
1. Interacts with students of diverse cultures, languages and special needs, showing respect for individuals as well as
groups of students.
Unsatisfactory
SPECIALIST interaction with
some students is negative or
inappropriate to the age or
culture or ability of students.
Few students exhibit respect
for SPECIALIST.
Improvement Necessary
SPECIALIST interactions with
students are generally
appropriate but may reflect
occasional inconsistencies,
favoritism, or disregard for
student cultures. Some
students show respect for
SPECIALIST.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST’s interactions
with students are friendly
and demonstrate general
caring and respect. Such
interactions are appropriate
to the age and cultures of
students. Most students
exhibit respect for
SPECIALIST.
Exemplary
SPECIALIST’s interactions
with students reflect genuine
respect and caring for
individuals as well as groups
of students. Such interactions
are appropriate to the age
and cultures of students. All
students exhibit respect for
SPECIALIST.
Reynolds School District
23
District Performance Standards
III.
Relationships Domain
B. Students
2. Supports a nurturing climate in which students respect each other.
Unsatisfactory
SPECIALIST’s interactions are
frequently characterized by
conflict, sarcasm, or putdowns.
Improvement Necessary
SPECIALIST minimally
contributes in creating a
nurturing climate in which
students respect each other.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST supports a
nurturing climate in which
students respect each other.
Exemplary
SPECIALIST actively supports
teachers and students in
creating a climate in which
students respect each other.
Reynolds School District
24
District Performance Standards
III.
Relationships Domain
B. Students
3. Contributes to the climate of the district by participating in activities and events.
Unsatisfactory
When invited, SPECIALIST
does not participate in school
activities and events.
Improvement Necessary
When invited, SPECIALIST
occasionally participates in
school activities and events.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST is an active
participant in school
activities and events,
contributing to a positive
tone at the events.
Exemplary
SPECIALIST participates in
school activities and events,
making a significant
contribution and/or assumes
a leadership role in some
aspect of a major school or
district project or event.
Reynolds School District
25
District Performance Standards
IV.
Professional Responsibilities Domain
A. Professionalism
1. Implements Oregon Statutes, collective bargaining agreement, District policies and building procedures.
Unsatisfactory
Specialist does not follow
Oregon statutes, collective
bargaining agreement,
District policies, and building
procedures.
Improvement Necessary
Specialist is inconsistent in
following Oregon statutes,
collective bargaining
agreement, District policies,
and building procedures.
Instructional Coach Evaluation Rubric
Proficient
Specialist consistently follows
Oregon statutes, collective
bargaining agreement,
District policies, and building
procedures.
Exemplary
Specialist adheres to all
Oregon statutes, collective
bargaining agreement,
District policies, and building
procedures. Specialist
implements any changes
when they occur.
Reynolds School District
26
District Performance Standards
IV.
Professional Responsibilities Domain
A. Professionalism
2. Is punctual and assures continuity of services.
Unsatisfactory
SPECIALIST is late and does
not adequately plan for
professional development
sessions, team or teacher
collaboration sessions.
Improvement Necessary
SPECIALIST is occasionally
late, and does not adequately
plan for professional
development sessions, team
or teacher collaboration
sessions.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST is punctual and
adequately plans for
professional development
sessions and team or teacher
collaboration sessions.
Exemplary
SPECIALIST is always
punctual and thoroughly
plans for professional
development sessions and
team or teacher collaboration
sessions.
Reynolds School District
27
District Performance Standards
IV.
Professional Responsibilities Domain
A. Professionalism
3. Keeps timely, accurate and complete records.
Unsatisfactory
SPECIALIST has no
information on coaching
cycles or professional
development. Records for
instructional activities are in
disarray, resulting in errors
and confusion.
Improvement Necessary
SPECIALIST’s information on
coaching cycles and
professional development is
incomplete. Records require
frequent monitoring to avoid
error.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST’s information on
coaching cycles and
professional development is
accurate. A system for
maintaining records is
present and effective.
Exemplary
SPECIALIST’s information on
coaching cycles and
professional development is
accurate and useful in a
variety of ways. System for
maintaining records is highly
effective.
Reynolds School District
28
District Performance Standards
IV.
Professional Responsibilities Domain
A. Professionalism
4. Participates in professional development and in-services at the district, building, and individual level to develop
knowledge and skills.
Unsatisfactory
SPECIALIST engages in no
professional development
activities to enhance
knowledge or skill.
Improvement Necessary
SPECIALIST participates in
professional development
opportunities to a limited
extent, but does not
incorporate new ideas into
coaching cycles or
professional development
sessions.
Instructional Coach Evaluation Rubric
Proficient
SPECIALIST participates in
and seeks out opportunities
for professional development
and incorporates new ideas
into coaching cycles and
professional development
sessions.
Exemplary
SPECIALIST participates in
and seeks out opportunities
for professional development,
incorporates new ideas into
coaching cycles and
professional development
sessions, and is willing to
share with peers.
Reynolds School District
29